how to build a better world, one child at a time
TRANSCRIPT
How to Build A Better World, One Child At A Time
Penny Beehler &
Katie Cappucci
NETIQUETTE
ROOM TECH SUPPORT IS MANAGING THE MUTE
FUNCTION
PLEASE REMAIN ON MUTE DURING THE
PRESENTATION
PLEASE USE THE CHAT FEATURE
WE WILL BE LOOKING AT THE CHAT FOR
RESPONSES, QUESTIONS, AND COMMENTS
OBJECTIVES
• Discuss the building blocks of healthy development;
• Learn about the external and internal Assets;
• Identify how to begin using the Assets with caregivers
to enhance child safety and well-being.
• Learn motivational interviewing skills to encourage
caregivers to develop the Assets within their children.
• Identify strategies for moving toward action and make a
personal action commitment
KATIE CAPPUCCI
PENNY BEEHLER
40 DEVELOPMENTAL ASSETS
•Developed by the Search Institute
• Nonprofit based in Minneapolis, Minnesota
• Research based
• List developed
• Survey
THE POWER OF ASSETS TO PROTECT
THE POWER OF ASSETS TO PROMOTE
2 TYPES
EXTERNAL
Relationships and opportunities that young
people experience in their families, schools,
and communities
INTERNAL
Competencies and values that youth
develop internally to guide behaviors and
choices
40 DEVELOPMENTAL ASSETS
EXTERNAL
•Support
•Empowerment
•Boundaries and Expectations
•Constructive Use of Time
INTERNAL
•Commitment to Learning
•Positive Values
•Social Competencies
•Positive Identity
40 DEVELOPMENTAL ASSETS
https://page.search-institute.org/dev-assets-download_1212-17
Building blocks
that young
people need to
grow up healthy,
caring and
productive
Let’s look!
PERSONAL REFLECTION
•What is most important to you?
•What is most interesting to you?
•What is most surprising to you?
ASSESSMENT OF CHILD FUNCTIONING
• Emotion/Trauma
• Behavior
• Development/Early Learning
• Academic Status
• Peer/Adult Relationships
• Family Relationships
• Physical Health
• Cultural Identity
• Substance Awareness
• Preparation for Adult Living/Skill Development http://centerforchildwelfare.org/kb/DCF_Pol/CFOP_170/CFOP170_9-Ch3.pdf
1. Emotion/Trauma
2. Behavior
3. Development/Early Learning
4. Academic Status
5. Peer/Adult Relationships
6. Family Relationships
7. Physical Health
8. Cultural Identity
9. Substance Awareness
10. Preparation for Adult Living/Skill
Development
A. Support
B. Empowerment
C. Boundaries and Expectations
D. Constructive Use of Time
E. Commitment to Learning
F. Positive Values
G. Social Competencies
H. Positive Identity
THE GAP IN ASSETS AMONG YOUTH
Average student as 19.3 assets out of 40
Ideal: 30-40
Girls report more assets than boys
Younger students report more than high school
Many young people, in all types of settings and places have too few of the Developmental Assets
OUR KIDS IN CARE
• What our some of our challenges we face with the children we serve? Think about
their Emotional, Physical, Developmental, Behavioral well-being.
• How many Developmental Assets do you think they may have?
Let’s Talk Strategy!
Our opportunity to maximize child well-being is
increasing their Assets!
LY
OARS: MOTIVATIONAL INTERVIEWING
Open QuestionsOpen questions invite others
to “tell their story” in their
own words without leading
them in a specific direction.
Open questions should be used
often in conversation but not
exclusively. Of course, when
asking open questions, you
must be willing to listen to the
person’s response.
AffirmationsAffirmations are statements and
gestures that recognize client
strengths and acknowledge
behaviors that lead in the
direction of positive change, no
matter how big or small.
Affirmations build confidence in
one’s ability to change. To be
effective, affirmations must be
genuine and congruent.
OARS: MOTIVATIONAL INTERVIEWING
Reflective Listening
• Reflective listening is a primary skill in outreach. It is the pathway for engaging others in relationships, building trust, and fostering motivation to change. Reflective listening appears easy, but it takes hard work and skill to do well. Sometimes the “skills” we use in working with clients do not exemplify reflective listening but instead serve as roadblocks to effective communication. Examples are misinterpreting what is said or assuming what a person needs.
Summaries
• Summaries are special applications of reflective listening. They can be used throughout a conversation but are particularly helpful at transition points, for example, after the person has spoken about a topic, has recounted a personal experience, or when the encounter is nearing an end.
PRINCIPLES OF ASSET BUILDING
All young people need assets.
Everyone can build assets.
Relationships are key.
Asset building is an ongoing process.
Consistent messages are crucial.
Repetition is important.
Make It Possible Make It Simple
Make the Most of Your Available Time
Commit and Don’t Forget
HOW TO BUILD A BETTER WORLD, ONE CHILD AT A TIME
